This relates to the speaking and listening focus area, which is supported by Victoria State Government (2017) noting that children "engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others." This game is a useful tool and it can be adapted to suit the level of the group of children, making it inclusive. The YouTube clip listed below in the reference is a tool that can be used as an introduction for the game in class. This gives children a visual example of how the game works. 

This resource offers children the opportunity to name and describe images this relates to the Speaking, Therefore building their vocabulary and descriptive language. Saracho (2017) states that children should engage in ‘language development experiences’ (p.300) developmentally appropriate for their age, which will assist them in with their reading skills. 

This resource offers hearing impaired and children who use Auslan sign to participate in common Nursery Rhymes this relates to the Speaking and Listening focus area. Ginger Muller (2017) as she discusses that Nursery Rhymes can assist children Language and cognitive development. Nursery Rhymes can be sung to children as soon as they are born providing them with a ‘rich language experience’ (Hill, 2013 p.37) which research shows is essential in developing children’s literacy and vocabulary skills. 

 

This resource offers an on the go tool that can be easily accessed on a mobile device. The free version allows users to look up key words to communicate with children. In particular, but not limited to how to sign emotions. This relates to Speaking and Listening. While interacting with others children learn and develop language skills (Hill, 2013) which is supported by Vygotsky’s (1978, as cited in Hill, 2013) as he suggests that at first the interactions with adults are mainly to communicate and over time turns into thinking. 

This resource offers children a fun way to use their language skills. This relates to the Speaking and Listening focus area. Through this game children use language to communicate to another person by giving them information of the specific animal or person that is on their card. Which is supported by Halliday (1975, as cited in Hill, 2013)  as he states that children’s language development how they ‘learn to mean’. 

These images show ideas of dramatic play, play-spaces educators can recreate, to encourage and scaffold language development; this relates to the Speaking and Listening focus area. Arshad and Chen (2017) support this notion that language development comes from experiences and interactions with others. Therefore, having a dramatic play area provides children with an opportunity to use language they have seen others model, resulting in them expanding their vocabulary. This is supported by Being, Belonging and Becoming (2009) Outcome 4: Children are confident and involved learners. 

This resource offers 10 activities teachers can use but one that stands out is the game Simon says, this help with listening and following instruction. Through the game children can also take turns being Simon. Raban (2014) states that language development as different levels, such as turn taking and ‘actively engaging with social work of language’ (p.6) 

This resource is a blog post which provides teaches with skills to improve their oral language. A great activity that stands out is the Questions of the Day. This allows on going conversation between teacher and students throughout the day in a informal manner. This relates to the Speaking focus area. Raban (2014) explains that through conversation with adults’ children’s language developments at a fast rate.